Autoethnographic Exploration Research Articles

Connected to Orlando: An Autoethnography in Three(ish) Acts

The massacre at the Pulse nightclub in Orlando, Florida, impacted the lives of queer people across the world. As a gay White male living hundreds of miles from the horrific events, I was intimately connected with the aftermath through social media, blogs, and news reports. Through autoethnographic exploration of three distinct text-based digital conversations in the days following the massacre, I reflect on the ways that virtual and nonvirtual communication intra-acted to produce and mediate powerful emotional moments. As a performative work told in three(ish) acts, I contextualize these conversations in the fears, desires, and frustrations of my lived experience.

Whose Election?

In November 2012, Barack Obama was re-elected as President of the United States. Meanwhile, I was 3,000 miles across the Atlantic living and studying in Friedrichshafen, Germany. The re-election of Barack Obama became significant because of its insignificance in my life. It felt at once distant and immanent. What I hope to recover in these cobbled-together moments of autoethnographic exploration is a sense of interconnectedness. North or South, German or American, Democrat or Republican, our civic and individual lives are indebted to the otherness of others. Indeed, borders are arbitrary.

Leveraging Three Lessons Learned From Teaching an HRD Undergraduate Diversity and Inclusion Course: An Autoethnography of One Professor’s Perceptions

The ProblemAs a field, human resource development (HRD) is still in the early stages of figuring out the best ways to make the fundamental theories and practices of our discipline more accessible and useful to traditionally aged undergraduate students. Concurrently, the nature of jobs and careers are changing, and on a grand scale, bachelor’s degrees tend to no longer yield the same opportunities they used to. There is a growing expectation that new college graduates will be, among other things, savvy with/toward diversity and social justice, yet we know little about how HRD undergraduate programs function to prepare students to meet this demand.The SolutionThe purpose of this autoethnographic exploration was to detail and reflect upon one professor’s perceptions of the experience of teaching a diversity and inclusion course to HRD undergraduates at a predominantly White institution (PWI). Findings revealed three lessons learned: (a) valuing student expertise; (b) recognizing and counteracting implicit bias, both in the self and students; and (c) challenging student assumptions.The StakeholdersAll of us would benefit from an enhanced understanding of how undergraduates can contribute to diversity and our understanding of inclusivity in the field of HRD. The stakeholders of this article are HRD faculty, undergraduate students, and department and program administrators, as well as anyone who works in an organization that hires or is considering hiring new graduates into HRD positions.

An autoethnographic exploration of disability discourses: transforming science education and research for students with learning disabilities

In this autoethnographic inquiry, I examine the dominant disability discourses that inform practice and research in science education for individuals with disabilities. Guided by my experience as a practitioner-researcher, I use reflexive vignettes and photo elicitation to discuss and critique disability discourses (e.g., the medical and social models of disability) that construct students with learning disabilities (LD) as disadvantaged learners. For example, the medical model of disability pathologises students with LD by focusing on their individual deficits and blaming them for their academic struggles and failures in science. In contrast, the social model of disability locates the problem solely within the students' environment (e.g., teaching strategies) and does not consider within-individual issues (e.g., cognitive deficits). By navigating through these discourses, I found my voice as a practitioner-researcher in Bronfenbrenner's (2005) ecological model, which recognises that individuals' barriers stem from their characteristics as well as their complex, multilayered environment. This article, embedded within a reflexive process, illuminates my journey of self-transformation as a practitioner-researcher while transforming and bringing educational changes to the academic lives of my students with LD.

An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters.

Supervision in the outpatient context is increasingly in the form of single day interactions between students and preceptors. This creates difficulties for effective feedback, which often depends on a strong relationship of trust between preceptor and student. Building on feedback theories focusing on the relational and dialogic aspects of feedback, this study explored the use of goal-oriented feedback in brief encounters with learners. This study used autoethnography to explore one preceptor's feedback interactions over an eight-month period both in the ambulatory setting and on the wards. Data included written narrative reflections on feedback interactions with twenty-three learners informed by discussions with colleagues and repeated reading of feedback literature. Thematic and narrative analyses of data were performed iteratively. Data analysis emphasized four recurrent themes. (1) Goal discussions were most effective when initiated early and integrated throughout the learning experience. (2) Both learner and preceptor goals were multiple and varied, and feedback needed to reflect this complexity. (3) Negotiation or co-construction of goals was important when considering the focus of feedback discussions in order to create safer, more effective interactions. (4) Goal oriented interactions offer potential benefits to the learner and preceptor. Goal oriented feedback promotes dialogue as it requires both preceptor and learner to acknowledge and negotiate learning goals throughout their interaction. In doing so, feedback becomes an explicit component of the preceptor-learner relationship. This enhances feedback interactions even in relatively brief encounters, and may begin an early educational alliance that can be elaborated with longer interactions.

Teaching is … opening up spaces to explore academic work in fluid and volatile times

ABSTRACTUniversities are built upon the collaborative work of academic staff and students, yet the nature of this work has been undergoing profound and rapid change. Pressures within Australia’s higher education sector have led to a fracturing of traditional academic roles and growing feelings of disconnection. While there have been many narrative, ethnographic and autoethnographic explorations of academic work, few studies have employed visual arts-informed methodologies to interrogate the ways in which academics represent their teaching, research and community engagement work. In this article we outline findings about academics’ views of their teaching work. These findings surfaced from an arts-informed participatory research project, that sought to open up a space for (re)presentations of academic work. With a focus on teaching, three through lines emerged during the analysis: voicing absences and resistances; initiating layers of reflexive moments and expressing complexity through collage. We argue that the academics’ responses allow us to trace the emotional terrain of contemporary academic work. They also open up ways to unpack, express and make visible academics’ complex thoughts, feelings and ideas about teaching practices.

Dancing in-between spaces: an auto-ethnographic exploration of an abhinaya class

The questions that this paper poses are placed at the intersection of a Liberal Arts approach to education and the pedagogy of traditional Indian dance forms. These questions are explored through my ongoing pedagogical experiment with teaching the art of abhinaya in the university classroom. This paper charts the journey of exploring what the technique of abhinaya means. How is it generated? Where does an individual find agency and voice within the discipline of a classical Indian dance form? Here abhinaya is generated through a toolbox of methods, which allows students to access their own perceptions and understandings and structure them in ways which can be communicated. Building upon their embodied knowledge, students create multiple layers of meaning, moving from the obvious depictions to abstract forms; a process that forms the bedrock of traditional abhinaya technique. Learning in the class is driven neither by the teacher nor the curriculum, but rather by the student. In its approach, this class cuts across disciplinary boundaries and creates new frictions and relations in the class. It challenges the authority of the teacher and redefines the relationship between the teacher and the taught and what constitutes legitimate knowledge in a given discipline.

Interrupting separateness, disrupting comfort: An autoethnographic account of lived religion, <i>ubuntu</i> and spatial justice

This article uses a fictionalised encounter as the basis for an autoethnographic exploration of the intersections between the South African social value of ubuntu and the notion of spatial justice. Ubuntu describes the interconnectedness of human lives. It asserts that a person is only a person through other people, a recognition that calls for deep respect, empathy and kindness. Ubuntu is expressed in selfless generosity and sharing. The spatial turn in the social sciences and humanities has resulted in a concern with the relationship between space and justice. It recognises that space is not simply an empty container in which people live and act, but is something that is constructed by social relations – and simultaneously constitutive of them. While this recognition gives rise to spatial perspectives on justice, what constitutes spatial, justice, as distinct from other notions of justice, and how such justice is to be achieved are contested. Building on the work of legal scholar, Andreas Philippopoulos-Mihalopoulos, on spatial justice, I argue that the notion of ubuntu is able to shape our understanding of spatial justice, and when practised, it is able to disrupt space and challenge dominant spatial configurations.

A Sojourn Experience in the Land of Fire and Ice: Examining Cultural Competence and Employee Well-being Through an Autoethnographic Exploration

A Sojourn Experience in the Land of Fire and Ice: Examining Cultural Competence and Employee Well-being Through an Autoethnographic Exploration

Sfar So Far: Identity, History, Fantasy, and Mimesis in Joann Sfar’s Graphic Novels by Fabrice Leroy

Reviews 247 beyond ars ertotica, Jordan argues that Foucault’s interest in such oeuvres as the Meditations of Marcus Aurelius and the Spiritual Exercises of Ignatius of Loyola suggest a working through the body to develop an ars vivendi (or style de vie in the fullest sense). Jordan’s readings of Foucault give fresh perspectives on how the body enters discourse’s grip and its subversive possibilities that have been forgotten or co-opted. Foucault’s highly performative and self-reflexive approach to power, in which he never seeks to define a term, but rather to reenact and draw attention again and again to its functioning, will frustrate those searching for a definitive discourse for oppositional identity. But as Jordan reminds us, “for Foucault the most arduous writing recalls scenes of bodily resistance at the edge of language”(199). Scholars of gender, sexuality, as well as those interested in fresh readings of the transgressive possibilities of French literature, will find that struggling with language, in Foucault’s prose and Jordan’s readings, is well worth the effort. Stetson University (FL) Robert J. Watson Leroy, Fabrice. Sfar So Far: Identity, History, Fantasy, and Mimesis in Joann Sfar’s Graphic Novels. Leuven: Leuven UP, 2014. ISBN 978-94-6270-006-2. Pp. 303. 59 a. Born in 1971 in Nice, Sfar has rapidly become one of the best-known graphic artists in France. His impressive list of bandes dessinées albums includes the Chat du rabbin (2002–06) and Klezmer (2006–14) series. He has also directed two films so far: Gainsbourg, vie héroïque (2010) and an animated version of Le chat du rabbin (2011). Leroy’s equally-impressive critical study concentrates on close readings of a large crosssection of Sfar’s published works. Some biographical elements, particularly Sfar’s dual Ashkenazi and Sephardic family background, are addressed when they are relevant to the analyses of his bandes dessinées. By contrast, Sfar’s career path, or his nonlinear trajectory within the French BD publishing industry (Delcourt,L’Association,Dargaud), receives comparatively little attention. In a manner reminiscent of the auteuriste approach in film criticism, Leroy seeks to “recognize and examine the persistence of centripetal themes and diegetic strategies—a network of narrative patterns and graphic devices whose recurrence allows the reader to identify the singularity of Sfar’s vision and artistic approach”(14). Sfar’s drawing style, often described as playful, whimsical, and idiosyncratic, does not fit in with the careful precision of the established ligne claire aesthetic that long dominated French (and Belgian) bandes dessinées. However, “the overwhelming dimensions of Sfar’s historically-themed production” (80) puts him squarely within the longstanding tradition of the wide-ranging use of historical representation within graphic novels published in France. As Leroy details, recurring thematic patterns in Sfar’s albums include “the auto-ethnographic exploration of family history, the symbolic (re-)imaging of repressed trauma, and the carnivalesque parody of sociopolitical oppression of epistemological delusions” (121). The most pervasive thematic element seems to be how Sfar investigates the two sides of his Jewish family history in order to confront“persecution and the temptation of counterviolence ” within his work (224). A few minor mistakes are found in this book: the mentions of Galicia and the Austro-Hungarian Empire refer to the geopolitical situation in Europe before World War One, not World War Two (83). Overall, however, Sfar So Far is refreshingly free of typographical errors. Leroy’s interview of Sfar (in English) concludes this volume, which contains an appropriate number of illustrations , including several in color. Leroy has produced a consistently insightful work that is well-written and thoroughly documented, and that will be of interest to all scholars and readers of French bandes dessinées. Western Washington University Edward Ousselin McClive, Cathy. Menstruation and Procreation in Early Modern France. Surrey: Ashgate, 2015. ISBN 978-0-7546-6603-5. Pp. 267. £70. Drawing from hundreds of medical, judicial, and theological documents from the sixteenth through eighteenth centuries, as well as personal correspondences by women to their families and medical practitioners, McClive examines the broad-ranging complexity of the phenomenon of menstruation in early modern France. She argues that the prevalent contemporary...

Learning from Others: An autoethnographic exploration of children and families social work, poverty and the capability approach

In this article an autoethnographic approach is used to explore the author’s work with families living in poverty who are involved in the child protection and family court systems. The psychological and social impacts of poverty and structural inequalities on families are highlighted through case studies, as is the influence of wider policy and political contexts on social work practice with children and families. The capability approach developed by Amartya Sen is outlined and its relevance to social work practice discussed. The article concludes that the capability approach, particularly when complemented by the work of Nancy Fraser, offers possibilities for the development of critical social work practice with families living in poverty within a human rights and social justice framework.

Turning back to the story of my life: an autoethnographic exploration of a researcher’s identity during the PhD process

Previous research has stated that there is a lack of insight into the literature about doctoral research that recognises the diverse experiences that come from the life of the researcher. In addition, there is limited research or discussion of an author’s presentation of the ‘self’ or ‘identity’, which inevitably influences the developing narrative within a thesis. This paper highlights how the development of a series of autoethnographies helped the author to reflect on his identity as he started to write up his PhD. The paper provides an analysis of what it might mean to be autoethnographic as a way to reflect on identity. The paper explores some of the autoethnographies from the thesis, highlighting some of the emotional and inspiring ‘epiphanies’ that emerged whilst writing the thesis influenced by discussion with the research participants. The paper will illustrate how autoethnography can be employed as an example of reflective practice to understand identity, highlighting its significance in being used as an example of reflective practice in qualitative research and working with participants. It was found that research can be considered a dynamic process with multiple strands to our identities not being bounded and static, but ever moving and changing. Although autoethnography can lead to narcissist representations, identities inevitably, directly or indirectly, influence the research process. Thus helping to develop a deeper understanding of the researcher’s position and identity in the qualitative research process, and arguably enabling the researcher to understand the research process and participants better.

A series of fortunate readers: a collaborative review article of important Australasian YA writing

By Jessica Seymour, Denise Beckton & 7 more. This review article is a collaborative autoethnographic exploration of Australasian Young Adult writing compiled by the contributors of this TEXT Special Issue.

Comics, kitsch, and class: an autoethnographic exploration of an accidental academic

This article is an autoethnographical exploration of key events in the author’s life that influenced, even propelled, her into academia, despite working-class cultural and economic barriers. This study chronicles moments when circumstances converged to cause dramatic shifts in perspective that steered her toward a fulfilling life as a scholar. It also reveals the accidental nature of that journey and seeks to understand ways educators might encourage more deliberate academic pursuits for members of lower socioeconomic groups. The author argues for making universities more diverse and inclusive by recognizing the obstacles most working-class and poor students face and valuing the qualities necessary to overcome them.

Forging a Research Pathway: Perspectives of Two Post-Tenure Female Faculty Members

This paper presents an auto-ethnographic exploration of two post-tenure female faculty member’s experiences developing their programs of research. Self-reflection was used to explore the factors that have helped or hindered the development of their research program, and the continued challenges they faced as female faculty. Composite themes were generated, using resiliency theory as the framework for discussions. Results are discussed with reference to a multidimensional conceptual model of researcher development put forth by Evans (2011).

Beyond Technique: An Autoethnographic Exploration of How I Learned to Show Love Towards My Father

I offer an autoethnographic exploration of my experience with the culture of a marriage and family therapist (MFT) in training. As a beginning therapist I assumed that success would be determined primarily by how well I mastered different theoretical models. This belief shifted during an instance in which I was planning to begin differentiating myself from my family of origin using Bowenian techniques. I experienced a profound shift in the way I interacted with my father – and with others – as a result of an interaction completely void of therapeutic technique. I discuss the ways that this experience changed my view of what it means to be therapeutic. Implicit in my exploration are recommendations for the training and practice of MFTs.

Autoethnography as documentary in Iranian films and videos

In this essay I explore the place of autoethnography in recent Iranian films and videos. Anthropologists who have in past decades insisted on personal voices as ethnography, have coined the word ‘autoethnography’ as a category that engenders writing on self and society. This genre refers to a range of writing strategies from autobiography to self-reflexive stories. Authors often situate the self within society through self-narrative in socio-political contexts. Authors of autoethnography often conduct their practice across multiple social and cultural identities, exploring their different identities creatively through experimentation with technology, and through playing with different mediation styles. In what ways do these autoethnographic explorations offer a new opening for self expression and cultural critique? To what extent do they act as forms of either mediation or representation and to what extent is it a form of ‘reality’ staging? Extending the notion of autoethnography to films and videos of Iranian artists and cultural producers puts into sharp relief how autoethnography, as a genre of exploring one’s own culture, not only tells a personal story, but explores the ambiguity of story-telling and the difficulty of giving voice to one’s self and others. It frequently involves mixing genres, is often an act of political resistance (as in underground production), and is often about creating distinction in the face of social and political despair.

Rethinking Game Studies: A case study approach to video game play and identification

The video game play of individuals, in particular those who game alone, is rarely studied outside of effects based research or autoethnographic explorations. Rather than focus on gaming groups and gaming fans, this study situates the analysis of video game play with the individual, solitary player. There were three main goals in this project. The first was to see how video game play fits within the lives and media diets of those who do not identify as hardcore video game fans. The second was to interrogate the hardcore/casual and social/solitary gaming divides that define much popular understanding of video game play. The final goal was to investigate the process of identification in video games in a qualitative manner. While a small-scale pilot study, the methodology discussed herein should be useful in future research on video game audiences and identification.

Etnografi Diri: "Mengada dengan dan untuk yang Liyan"

This paper is an autoethnographic exploration which would like to show that culture is always in the process of constructing those that are present in various track events. Through the exposure of various stages of life and moments of encounters with Others, the author wants to confirm his argument on how culture is an arena of discourses that is continually constructed, in which also involves power relations between Self and Others. Using Abu Lughod’s approach and several contributions from philosophical thinking, the author would like to state that the theoretical journey and life trajectory is a continuity which shows the fundamental argument, that culture is an arena of contestation that is based on power relations between the self and the Other. Keywords: construction, culture, Self, Other, discourse, contestation

Who goes there? Accounting for gender in the urge to explore abandoned military bunkers

This article enquires into the motivations of ‘bunkerologists’ – a term coined for analytic convenience by the author to describe those who research, explore and survey twentieth century military bunkers as a hobby. Specifically, it considers the gendered dimension of this predominantly male pastime. In doing so, the article examines the role of a range of cultural influences, including signification of militarism, inter-generational initiation and remembrance around themes of defence and labour, human-technology relations, conquest, and hermitic escapism. These factors all appear to have roles to play in disposing individuals towards participation in this practice. The analysis finds the source of many of these influences within a particular mode of English male socialisation, and masculinities related to it, prevalent in the late twentieth century. The analysis presented is also grounded in an auto-ethnographic exploration of the biographical roots of the author's own choice of this research topic and the effect of the research upon him and his family. Whilst the subject matter of the study may be regarded as somewhat arcane, the analysis of the role of socialisation within routes to participation in this predominantly masculine pastime may help to illuminate the motivational frameworks of other rarely studied, and seemingly introverted, ‘male’ hobbies such as train spotting, stamp collecting and sport fishing (angling).